Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science

Adúriz–Bravo, Agustín

doi:10.1007/978-94-007-7654-8_45

Cited by 21 publications

(8 citation statements)

References 64 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Additionally, we found that very few university students, apart from the Biology of Organisms course, have ever had heard about Semmelweis' contributions (Question 1 in Appendix 2). These results reinforce the idea that more efforts and resources should be invested in including explicit and critical reflection of historical controversies in science classrooms (Adúriz-Bravo 2014;Archila 2014;de Hosson 2011;de Oliveira and Mendonça 2019;Garritz 2013;Justi and Mendonça 2016;Nouri and McComas 2019;Zemplén 2011).…”

Section: Discussionsupporting

confidence: 74%

“…The use of historical scientific controversies to promote undergraduate argumentation is an under-researched possibility in higher science education (Adúriz-Bravo 2014;de Hosson 2011;Garritz 2013;Justi and Mendonça 2016;Zemplén 2011). Indeed, there is not much evidence of their use to promote argumentation in higher science education (Archila 2015b).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

2020

View full text Add to dashboard Cite

The Covid-19 pandemic is the reason why humanity is paying more attention to the importance of regular and rigorous handwashing. Interestingly, in the nineteenth century, regular and rigorous handwashing was a key (and controversial) solution proposed by the Hungarian obstetrician Ignaz Philipp Semmelweis to cut drastically cases of puerperal fever. The purpose of this study was to provide evidence that the case of Semmelweis and puerperal fever-a crucial historical scientific controversy-can be used as a springboard to promote university student argumentation. Our study was inspired by the fact that the Organization for Economic and Cooperative Development (OECD) stressed that more efforts and resources should be invested in promoting argumentation as an essential component for scientifically literate citizens in twenty-first century societies. However, nowadays, argument and debate are virtually absent from university science education. The data was derived from 124 undergraduates' (64 females and 60 males, 15-30 years old) written responses and audio and video recordings in a university biology course in Colombia. The findings show that the articulation of this historical controversy with decision-making, small-group debate, and whole-class debate activities can be useful for promoting undergraduates' argumentation. This study contributes to the development of a research-based university science education that can inform the design of an argumentation curriculum for higher education.

show abstract

Section: Discussionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

2020

View full text Add to dashboard Cite

show abstract

“…Over the past twenty years, an extensive literature has emerged positioning argumentation as a core scientific practice, with calls for an emphasis on argumentation in science classrooms (Adúriz-Bravo, 2014;Berland & McNeill, 2010;Driver et al, 2000;Kuhn, 2010;Osborne et al, 2004Osborne et al, , 2013Rapanta et al, 2013). Scientific argumentation is central to the Next Generation Science Standards (NGSS Lead States, 2013) and the Framework that guided the development of the Standards (National Research Council [NRC], 2012), leading to expectations that students engage in scientific practices, such as constructing explanations, developing and using models, and engaging in argument from evidence.…”

mentioning

confidence: 99%

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Paz

Levin

Butler

2023

Written Communication

View full text Add to dashboard Cite

Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to write scientific arguments. We approach this work in multiple ways. First, we clarify our target group, students with high incidence disabilities (learning disability, ADHD, and students with speech and language impairments), and discuss common cognitive challenges they experience. We then explore the role of argumentation in science, review research on both experts’ (scientists’) and novices’ (students’) argument writing and highlight successful cognitive strategies for teaching argument writing with neurotypical learners. We further discuss SWDs’ general writing challenges and how researchers have improved their abilities to comprehend and evaluate scientific information and improve their domain-general writing. Cognitive apprenticeships appear advantageous for teaching SWDs science content and how to write scientific arguments, as this form of instruction begins with problem solving tasks that connect literacy (e.g., reading, writing, argumentation discourse) with epistemic reasoning in a given domain. We illustrate the potential of such apprenticeships by analyzing the conceptual quality of arguments written by three SWDs who participated in a larger quantitative study in which they and others showed improvement in the structure of their arguments. We end with suggestions for further research to expand the use of cognitive apprenticeships.

show abstract

“…(Archila, 2012:364) Respecto a las contribuciones que la argumentación le ofrece a la educación en ciencias, Erduran y Jiménez-Aleixandre (2007b:5) las califican de "potenciales". Hay avances en investigación en didáctica de las ciencias que confirmarían los aportes de esta habilidad de pensamiento en ámbitos como: (i) educación multicultural (Archila, 2014a;Atwater et al, 2014;Rigotti y Greco Morasso, 2009), (ii) educación bilingüe (Aragón, 2007;Archila, 2013;Lyon et al, 2012), (iii) pensamiento crítico (Buty y Plantin, 2008b;Erduran y Jiménez-Aleixandre, 2007b; Jiménez-Aleixandre y Puig, 2012), (iv) historia de las ciencias (Adúriz-Bravo, 2014;Archila, 2014b;de Hosson, 2011), (v) formación de profesores (Archila, 2014cdef;Erduran et al, 2006;Stipcich et al, 2006), y la que se trata en este estudio, (vi) alfabetización científica (Archila, 2014ag;Cavagnetto y Hand, 2012;Yerrick et al, 2012). Esta variedad de ámbitos se constituye en un claro y documentado ejemplo de los esfuerzos por fomentar la argumentación de los estudiantes desde diferentes frentes.…”

Section: La Argumentación Escrita: Una Vía Hacia La Acunclassified

Uso de conectores y vocabulario espontaneo en la argumentación escrita: aportes a la alfabetización científica

Archila¹

2015

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

[Recibido en noviembre de 2014, aceptado en marzo de 2015] En este estudio se asume la argumentación escrita como una habilidad cognitivo-lingüística que favorece la alfabetización científica. Bajo esta premisa, el uso variado de conectores y el empleo de términos y datos científicos como parte del vocabulario resultan sustanciales en la comunicación escrita dentro del ámbito de la ciencia escolar. En esta investigación se analiza el empleo de conectores y vocabulario realizado por cuatro estudiantes (entre 9 y 16 años de edad) a quienes se les propuso escribir espontáneamente (sin intervención del profesor) un cuento que incluyera las ciencias de la naturaleza. Los resultados indican que en los cuatro casos, los estudiantes carecen de un uso variado de conectores en el enlace de sus ideas, lo cual afecta la articulación y orientación del escrito. Frente al vocabulario científico empleado, en esta investigación se identificó que de manera espontánea los cuatro casos utilizan términos científicos en sus escritos. Sin embargo, se determinó un uso limitado de datos de tipo científico. Finalmente, se enfatiza en la necesidad de realizar investigaciones acerca de cómo emplear en la práctica escolar los conectores y el vocabulario espontáneo de los estudiantes para enriquecer su alfabetización científica a través de la argumentación escrita.Palabras clave: Argumentación escrita; alfabetización científica; conector; vocabulario. The spontaneous use of connectors and vocabulary in written argumentation: contributions to science literacyThis research assumes written argumentation as a cognitive-linguistic ability that promotes scientific literacy. The proper use of connectors and scientific data is essential for written communication in science education. This exploration concerns about the spontaneous use (without instructional intervention) of connectors and vocabulary of four students (9 to 16 years old) when they write a short story including science. The results indicate that in all four cases, students lack a varied use of words to connect ideas, which affects the writing comprehension. In addition, all four cases spontaneously use scientific terms to make a writing task. Nonetheless, a limited use of scientific data was identified. Finally, results confirm the necessity of more research in order to determine how to use spontaneous connectors and vocabulary to enrich students' scientific literacy through written argumentation.

show abstract

Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science

Cited by 21 publications

References 64 publications

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Uso de conectores y vocabulario espontaneo en la argumentación escrita: aportes a la alfabetización científica

Contact Info

Product

Resources

About